Senior Early Years Educator apprenticeship

Join Super Start Nursery and take the next step in your career. This role is for qualified Level 3 Early Years Educators looking to build on their skills, gain hands-on experience, and progress within a supportive team while making a real difference to children’s development.

Requirements

• GCSE in: English (grade 4 - 9)
• GCSE in: Maths (grade 4 - 9)
• Level 3 Diploma in: Early Years Educator (grade Pass)
• Share if you have other relevant qualifications and industry experience. The apprenticeship can be adjusted to reflect what you already know.
• Communication skills
• IT skills
• Attention to detail
• Organisation skills
• Problem solving skills
• Number skills
• Logical
• Team working
• Creative
• Initiative
• Patience
• Physical fitness
• Passing a Disclosure and Barring Service (DBS) check
• Clear references

Responsibilities

• The Senior Early Years Nursery Practitioner is a key member of the early years team and is responsible for delivering high quality care and learning opportunities for children based on their needs and interests
• Promote positive relationships in the early years setting
• Promote the health, safety and well-being of the children
• Support the children’s development, learning and play
• Be a Key Person carrying out all related responsibilities in building relationships with a small group of children and their families
• Contribute to the effectiveness of teamwork
• Be a role model and be able to showcase high quality practice with regards to individual and group work with children
• Take responsibility alongside the Nursery Management Team for the safety, security and well-being of all children, staff and visitors always
• Ensure that safeguarding procedures are followed in line with Local Authority and Company procedures
• Support the management team in supporting the nursery to reach an ‘Outstanding’ grade with Ofsted
• Embrace, understand and promote Super Start Limited Childcare and to understand the role you play as part of the team to provide high levels of care and education
• Advocate for children through their child centred approach, listening to the voice of the child; ensuring children’s rights, views and wishes are heard, respected and acted upon at all times. Offer appropriate support and influence decisions in the best interests of the child.
• Develop, model and implement strategies to support the emotional, social, psychological, physical and cultural needs of all children within the educational setting.
• Support and promote children’s diverse speech, language and communication development and determining and adapting appropriate responses and interventions to support verbal, nonverbal interactions and engagement with written communication.
• Support children to engage in a range of learning contexts such as individual, small groups and larger groups as appropriate for their play and support confidence within social experiences.
• Engage in effective strategies to develop and extend children's learning and thinking, including sustained shared thinking.
• Promote, model and support children and families to develop a healthy approach to making choices relating to personal care including eating, sleeping and physical activity.
• Analyse and articulate how all children’s individual learning can be affected by their current developmental capabilities, characteristics and individual circumstances taking into account all factors contributing to typical and atypical development.
• Ensure plans fully reflect the individual development needs and circumstances of children and actively participate in the provision of consistent care, responding quickly to the needs of the individual child.
• Plan, carry out and guide appropriate personal care routines for individual children.
• Competently action and carry out safeguarding procedures, using their professional curiosity, knowledge, insight and understanding.
• Explore and understand, challenge and question; knowing when to act to safeguard and protect children.
• Encourage all children’s participation, ensuring a sensitive, respectful and effective balance within the adult and child dynamic to facilitate play opportunities.
• Ensure staff are deployed effectively to suit and enhance the learning environment, prioritising the safety and wellbeing of all children.
• Cultivate professional partnerships with parents, carers, colleagues and other professionals, presenting their understanding of the child’s journey within multidisciplinary teams to holistically support the child’s individual needs.
• Demonstrate the importance of the home learning environment, developing an effective and collaborative partnership to enhance opportunities for the child.
• Provide a dynamic, evolving and enabling environment that reflects the current interests, motivations, and play of individual and groups of children.
• Use current and contemporary knowledge, research, theories and approaches to develop, enhance and articulate their own pedagogical approach and practice.
• Observe, assess, plan, facilitate and participate in play opportunities which include current curriculum requirements.
• Make use of formative and summative assessment, tracking children’s progress to plan for future learning possibilities including early interventions based on individual developmental needs.
• Take responsibility for supporting the key person in articulating children's progress and planning future learning possibilities including the safe use of digital technology to communicate effectively in both oral and written English.
• Promote equality of opportunity and anti-discriminatory practice.
• Be a leaderful practitioner to support, mentor, coach, train and guide colleagues in a range of educational settings, providing inspiration and motivation to engage others to develop their practice, supporting teams and guiding change.
• Identify, action and competently challenge issues and undertake difficult conversations where appropriate.
• Use reflection to develop themselves both professionally and personally to enhance their practice.
• Ensure the security and confidentiality of data, records and information in line with current legislation.
• Identify and act upon own responsibilities in relation to health and safety, prevention and control of infection, carrying out risk assessments and risk management processes in line with policies and procedures.
• Apply the principles of sustainability and segregate used resources for reuse, recycling, and safe disposal .